GT Extensions for Math Investigations: Kindergarten – 3rd 9 Weeks
GT extensions overlap with the regular extensions; however, these extensions address
components of the GT Curriculum Scope and Sequence. These extensions are designed
for gifted math students are as a means to extend lessons conceptually, through depth and
complexity of process, or by providing a “ripple” effect that addresses the learning
objectives and provides a preview of new skills. Additionally, some activities have been
introduced that may substitute for an investigation if a pre-assessment such as preview
data from the beginning of the year deems mastery of objectives in the investigation. The
same objectives are addressed, however, the substitute activity is differentiated. Please
consider time factors when using these extensions, particularly substitute activities, so
that pacing is appropriately aligned with the pacing of investigations.
Collecting, Counting, and Measuring
Investigation 1
Counting Books
Investigation 2
Taking Inventory
Investigation 3
Comparing Towers
 Students extend their counting books
 Students show numbers in more than one way
(example: numeral, tallies, pictures, etc.) and
can articulate similarities and differences
 Students interview adults to determine what,
when, why, and how people count and create a
graphic representation of their findings
 Students inventory peers to determine who own
pets and what types of pets
 Students create a picture graph using class data
to illustrate who owns pets and types of pets


Investigation 4
Counting and Comparing
Investigation 5
Least to Most
Investigation 6
Arrangements of Six

Students use real measuring tools, such as a
ruler, to measure the length of a tower as well
as the length of several inanimate objects
Students examine a tower and explain a
strategy for counting and keeping track of
quantities. Students transfer the use of this
strategy to real world situations that involve
counting and tracking quantities.
Students work independently or with a parent
volunteer to create an individual math word
bank (allow students to include definitions in
their own words)
 Students estimate quantities from least to most
or most to least and test predictions.
 Students determine how many ways they can
create 10 by adding two numbers together
using primary numeral cards (example: 1 + 5,
2 + 4, etc.)